Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development: An aspect of structural validity
Resource type
Journal Article
Status
Published
Recommended form of citation (APA)
Lindmeier, A. M., Seemann, S., Kuratli Geeler, S., Wullschleger, A., Dunekacke, S., Leuchter, M., Vogt, F., Moser Opitz, E., & Heinze, A. (2020). Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development. An aspect of structural validity. Research in Mathematics Education, 20(2), 168-187. https://doi.org/10.1080/14794802.2019.1710558
Author(s)
Lindmeier, Anke M.
Seemann, Selma
Wullschleger, Andrea
Dunekacke, Simone
Leuchter, Miriam
Moser Opitz, Elisabeth
Heinze, Aiso
External DOI
Project(s)
License Condition
CC BY 4.0 (International)
Proforis OA-status
Hybrid OA
Topic PHSG
Frühe Bildung 0 bis 8
Mathematische, Naturwissenschaftliche und Technische Bildung
Fields of Science and Technology (OECD)
Education, general (including training, pedagogy, didactics)Natural Sciences
Abstract
Research on teacher knowledge has been criticised for taking too narrow a view on expertise. Therefore, teacher competence frameworks have been developed that are closely related to professional demands. Their practice-oriented conceptualisations have led to innovative measures with situative demands. However, there is still a lack of knowledge on whether these frameworks are actually suited to map teacher growth. This study investigated whether two components of teacher competence, Action-related (AC) and Reflective Competence (RC), can be differentially fostered through specific interventions in early childhood mathematics education. We designed two professional development programmes with a focus on AC and RC and implemented them in a randomised controlled experiment with 170 teachers. Overall, we found that AC, RC, and professional knowledge were sensitive to interventions with different change profiles. Although our hypotheses were only partially supported, the results can be seen as evidence regarding the distinctness of competence and knowledge components. (Verlag)
PHSG division (old structure)
PHSG - Institut Lehr-Lernforschung
Project(s)
Version
Published Version
Access Rights
Open Access
License Condition
CC BY 4.0 (International)
Rights Holder
Author(s)